Survey of Over 2,300 Catholic High School Graduates Finds Character-
and Values-Based Shared Experiences Correlate to Civic/Service MindsetsResults Identify Four Building Blocks of Effective Character Education

The secret to building a “service identity” during the formative teenage
years that lasts long into adulthood might be found in the shared social
experiences that occur outside the classroom of America’s Catholic
schools. A new study shows that a unique mix of values- and
character-based education and experiences is linked to a higher
likelihood of community service and civic engagement during adulthood.

The study, conducted as part of doctoral studies at the University of
Pennsylvania’s (UPenn) Graduate School of Education, was led by Dr.
Patricia Boyle, Chief Strategist of Sapience Leadership LLC, an
independent company of UPenn’s Penn Center for Innovation (PCI).The
research surveyed 2,332 graduates of 18 Philadelphia-area Catholic high
schools, across seven decades – from the 1950s to 2010s. It’s one of the
largest studies to define the qualities of a “service identity” and to
explore the determinates of character beliefs and behaviors in a defined
population over multiple decades. The study defines a “service identity”
as a conscious and enduring mindset that transcends one’s sense of self,
circumstance, abilities and social barriers to better the lives of those
around them.

The survey data, supported by one-on-one and focus group interviews,
were compared to data sets from national databases to explore whether
participants were more or less prone to a “service identity” and
behaviors versus those of average Americans. The findings showed a
significant difference.

The study found that sample participants were significantly more likely
to have a “service identity” and be civically engaged, give back to
their communities and demonstrate gratitude, compared to national
averages. Of the sample, 63% reported being active, “often or
occasionally,” in service or leadership activities while in high school,
and as adults, 51% of participants reported still being active in
volunteer capacities and/or service roles from 2-hours-per-month to
full-time.

“An exciting door in the study of character-building has been opened.
While this type of study does not prove that values-based experiences
directly cause increased civic and social engagement, it clearly shows
that the two issues are closely related,” said Boyle.

“With this study, we appear to be seeing the influence of those
instructional hours that occur beyond the structured curriculum and
immediate classroom walls, in driving a significant and sustainable
‘service identity’ and behaviors. The results suggest the rising
importance of non-cognitive and social-emotional skills in driving more
morally responsible, civically engaged teens and adults.”

For baseline comparison data, the research accessed multiple federal
databases, such as the Voting and Registration supplement of the U.S.
Population Survey, to establish mean benchmarks on voting, and the
Bureau of Labor Statistics for volunteering community service and
charitable activities of representative samples of Americans. The data
was linked to the survey sample of graduates from Catholic high schools
in the Philadelphia area spanning seven decades. Sample participants
answered questions about their perceptions and activities related to
civic engagement and community service. To minimize bias, the research
removed from the survey all intentional references and phrasing related
to religion, Catholicism, and Christian-teaching.

Values- and Character-Based Experiences, Not Formal Religion Classes,
Create A Service Mindset

The study found a strong correlation between people’s “shared social
experiences” in Catholic high school and an increased commitment to
service. When asked to identify the source of their service mindset,
most participants credited the experiences and lessons learned outside
the classroom—less the religious education itself—for achieving an
increased predisposition to civic engagement in adulthood.

Older Graduates More Likely to Be Civically Engaged Than Younger
Generations

In comparing age groups, those that graduated from high school during
the 1980s and 1990s were the most active civically, with 57% and 58%,
respectively, reporting engagement in their regular service work. The
remaining decade cohorts, examined in aggregate, reported current
service activity levels within seven percentage points of the all-cohort
number, with the exception of the two most recent decades, of those
having graduated in the 2000s and 2010s. They reported civic activity of
38% and 31%, respectively.

“Though the results show more individuals from older generations to be
civically active and to volunteer their time as adults,” said Boyle.
“Those that graduated in the 2000s and 2010s were actually more active
as students compared to their older counterparts.

“Additionally, time constraints placed on those that graduated in the
2000s and 2010s, either from work, raising a family, or otherwise, may
limit those individuals’ capacity to be more civically engaged than
those older generations who may be retired or no longer have children in
the home.”

Four Building Blocks of a “Service Identity”

For educators and community leaders, the study advances the current
thinking on character- and values-based education. A pattern analysis of
the study data suggests four building blocks of effective character
education. For families, schools, communities or countries, these
building blocks play an important role in developing the next generation
of a civically engaged society. They are:

Experiential – Programs that require active participation and
involvement with minimal rote instruction emphasizing individual and
group decision-making and problem-solving

Aspirational – Activities that embed relatable and respected
role models that continually demonstrate a service-driven perspective,
beliefs and behaviors

Cross Cultural – Programs that intentionally bring together
individuals with varied backgrounds, cultural traditions, gender,
skills and commitment levels under a common goal, task or mission

Social – Programs that leave room for peer-to-peer dialog,
socializing, down-time and bonding in the context of helping others

“Much of today’s standard education places a significant emphasis on
one’s personal ability to achieve over the advancement or greater good
of the classroom or the community. With individuals who have a ‘service
identity,’ that is not the case,” said Boyle. “The study findings showed
that all four building blocks played a key role in the creating the
service identity among Catholic secondary school graduates; and that
they influenced the greater likelihoods of community service and civic
engagement during adulthood.”

A lifelong proponent of education, Dr. Boyle holds her doctoral degree
from the University of Pennsylvania in Educational and Organizational
Leadership, graduating summa cum laude with a dissertation distinguished
with highest honors. Her 25-year career track record spans multiple
facets of the evolving technology, finance, education and leadership
spaces.

In 2012, she founded Boyle Consulting Group with the mission to build
sustainable growth platforms for global enterprises, growth-stage
national firms and leading non-profits. Her firm specializes in
strategic planning, organizational culture, leadership development,
branding and marketing.

Combining strategic and tactical support, Boyle’s award-winning planning
and research models helped multi-faceted organizations achieve
accelerated growth in expanding markets. Prior to founding Boyle
Consulting Group, she served in leadership roles for global advertising
agencies, managing marketing for organizations including Deloitte, where
she led the launch of its independent consulting entity in 22 countries
and 8 foreign languages. She previously led the successful market launch
of an innovative technology offering for Verizon and introduced a
game-changing wealth platform for SEI in the UK market.

Sapience Leadership LLC

Sapience is a newly-formed company of the University of Pennsylvania’s
Penn Center for Innovation. The consultancy is an independent company in
the PCI Ventures’ UPSTART Portfolio and a community member of Best for
PHL.

Intraday Data provided by SIX Financial Information and subject to terms of use. Historical and current end-of-day data provided by SIX Financial Information. All quotes are in local exchange time. Real-time last sale data for U.S. stock quotes reflect trades reported through Nasdaq only. Intraday data delayed at least 15 minutes or per exchange requirements.